Individual Skills Training Research Articles

Capacity for conducting systematic reviews in low- and middle-income countries: a rapid appraisal.

BackgroundSystematic reviews of research are increasingly recognised as important for informing decisions across policy sectors and for setting priorities for research. Although reviews draw on international research, the host institutions and countries can focus attention on their own priorities. The uneven capacity for conducting research around the world raises questions about the capacity for conducting systematic reviews.MethodsA rapid appraisal was conducted of current capacity and capacity strengthening activities for conducting systematic reviews in low- and middle-income countries (LMICs). A systems approach to analysis considered the capacity of individuals nested within the larger units of research teams, institutions that fund, support, and/or conduct systematic reviews, and systems that support systematic reviewing internationally.ResultsInternational systematic review networks, and their support organisations, are dominated by members from high-income countries. The largest network comprising a skilled workforce and established centres is the Cochrane Collaboration. Other networks, although smaller, provide support for systematic reviews addressing questions beyond effective clinical practice which require a broader range of methods. Capacity constraints were apparent at the levels of individuals, review teams, organisations, and system wide. Constraints at each level limited the capacity at levels nested within them. Skills training for individuals had limited utility if not allied to opportunities for review teams to practice the skills. Skills development was further constrained by language barriers, lack of support from academic organisations, and the limitations of wider systems for communication and knowledge management.All networks hosted some activities for strengthening the capacities of individuals and teams, although these were usually independent of core academic programmes and traditional career progression. Even rarer were efforts to increase demand for systematic reviews and to strengthen links between producers and potential users of systematic reviews.ConclusionsLimited capacity for conducting systematic reviews within LMICs presents a major technical and social challenge to advancing their health systems. Effective capacity in LMICs can be spread through investing effort at multiple levels simultaneously, supported by countries (predominantly high-income countries) with established skills and experience.

Evidence-Based Psychosocial Treatments for Self-Injurious Thoughts and Behaviors in Youth

The purpose of this study was to review the current evidence base of psychosocial treatments for suicidal and nonsuicidal self-injurious thoughts and behaviors (SITBs) in youth. We reviewed major scientific databases (HealthSTAR, MEDLine, PsycINFO, PubMed) for relevant studies published prior to June 2013. The search identified 29 studies examining interventions for suicidal or nonsuicidal SITBs in children or adolescents. No interventions currently meet the Journal of Clinical Child and Adolescent Psychology standards for Level 1: well-established treatments. Six treatment categories were classified as Level 2: probably efficacious or Level 3: possibly efficacious for reducing SITBs in youth. These treatments came from a variety of theoretical orientations, including cognitive-behavioral, family, interpersonal, and psychodynamic theories. Common elements across efficacious treatments included family skills training (e.g., family communication and problem solving), parent education and training (e.g., monitoring and contingency management), and individual skills training (e.g., emotion regulation and problem solving). Several treatments have shown potential promise for reducing SITBs in children and adolescents. However, the probably/possibly efficacious treatments identified each have evidence from only a single randomized controlled trial. Future research should focus on replicating studies of promising treatments, identifying active treatment ingredients, examining mediators and moderators of treatment effects, and developing brief interventions for high-risk periods (e.g., following hospital discharge).

Metacognition‐Oriented Social Skills Training for Individuals with Long‐Term Schizophrenia: Methodology and Clinical Illustration

There is much evidence indicating the presence of social deficits in schizophrenia and the detrimental effect of these deficits on global functioning in this population. As a result, social skills training (SST) has emerged as a legitimate psychosocial treatment, although effectiveness research has revealed small effect sizes and limited generalizability regarding the benefits of this treatment. In light of the strong evidence of metacognitive deficits in schizophrenia and the importance of metacognition to successful social functioning, we propose a novel therapeutic intervention wherein metacognitive remediation is integrated into SST: metacognition-oriented social skills training (MOSST). In the current paper, we present MOSST, an adapted SST programme wherein clients are also encouraged to have mindful contact with their own thoughts and to better consider and understand the mental states of others as well as the connection between mental states and behaviour. We present a case wherein an individual with schizophrenia successfully completed the MOSST programme. We outline directions for future research, starting with the logical next step of empirically testing the efficacy of MOSST. Currently social skills training is considered to be the elected psychosocial treatment for people affected by schizophrenia, although evidence indicates limited benefits. People with schizophrenia have metacognitive deficits, which interfere with proper social functioning. A metacognitive-oriented social skills training (MOSST) intervention has been developed by the authors.A treatment such as MOSST, which integrates social skills training and metacognitive training, promises to improve social skills through improving the metacognition.

Cost-effectiveness of early intervention in first-episode psychosis: economic evaluation of a randomised controlled trial (the OPUS study)

Information about the cost-effectiveness of early intervention programmes for first-episode psychosis is limited. To evaluate the cost-effectiveness of an intensive early-intervention programme (called OPUS) (trial registration NCT00157313) consisting of enriched assertive community treatment, psychoeducational family treatment and social skills training for individuals with first-episode psychosis compared with standard treatment. An incremental cost-effectiveness analysis of a randomised controlled trial, adopting a public sector perspective was undertaken. The mean total costs of OPUS over 5 years (€123,683, s.e. = 8970) were not significantly different from that of standard treatment (€148,751, s.e. = 13073). At 2-year follow-up the mean Global Assessment of Functioning (GAF) score in the OPUS group (55.16, s.d. = 15.15) was significantly higher than in standard treatment group (51.13, s.d. = 15.92). However, the mean GAF did not differ significantly between the groups at 5-year follow-up (55.35 (s.d. = 18.28) and 54.16 (s.d. = 18.41), respectively). Cost-effectiveness planes based on non-parametric bootstrapping showed that OPUS was less costly and more effective in 70% of the replications. For a willingness-to-pay up to €50,000 the probability that OPUS was cost-effective was more than 80%. The incremental cost-effectiveness analysis showed that there was a high probability of OPUS being cost-effective compared with standard treatment.

Individualized Skills Training Program for Community-Dwelling Adults with Mild Alzheimer’s Disease

The increasing incidence of Alzheimer's disease (AD) has created an enormous challenge to nurses. Nonpharmacological interventions that promote functional independence at home are vital to improving quality of life for individuals with AD and their caregivers. The purpose of this study was to explore the effectiveness of a skills training program for individuals with mild AD in the home setting. Although none of the participants achieved total independence in performing the meal task, all decreased their need for task prompting. The goal for this population may be to preserve and encourage a more functional state rather than to achieve total independence.

Individualized Skills Training Program for Community-Dwelling Adults with Mild Alzheimer’s Disease

The increasing incidence of Alzheimer’s disease (AD) has created an enormous challenge to nurses. Nonpharmacological interventions that promote functional independence at home are vital to improving quality of life for individuals with AD and their caregivers. The purpose of this study was to explore the effectiveness of a skills training program for individuals with mild AD in the home setting. Although none of the participants achieved total independence in performing the meal task, all decreased their need for task prompting. The goal for this population may be to preserve and encourage a more functional state rather than to achieve total independence.

(P1-49) Development of the Disaster Drill for the Staff Member at the Hospital of the Region in Japan

A hospital disaster drill is commonly carried out based on the activities assigned beforehand by the occupational description. However, it is difficult for each staff the role is fixing to understand the global image of a disaster correspondence in a hospital disaster when their role is assigned and fixed. We have developed the understandable drill about the whole practice at each hospital in disaster. We keenly realized the necessity of a standard disaster medicine. Therefore we have developed the disaster drill which can be held per hospital. As a goal of a course, each hospital personnel could understand the global image of the disaster, and aimed at the daily course which can master necessary minimum skill to correspond a disaster in each hospital. From the reasons above, we created the course which consisted of a lecture, individual skill training, and a gross training. As essential skill, it starts with (1) management of disaster countermeasures office (2) management of triage post (3) treatment at room (4) support of conveyance between hospitals (5) information control. In order to employ these individual skill booths efficiently we divided attendances into five groups. Five hospitals started from 2008, were carried out 11 times, and about 500 persons took this disaster drill on a course. We expect that cost to bellower, the course to be simpler, and the quality of training will improve by holding this course repeatedly.

Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks

Previous research suggests that vocational skills training for individuals with autism may increase the likelihood that they may be effectively employed. In the present study, a multiple-baseline-across-participants design was used to assess the effects of graduated guidance, scripts, and script fading to teach four adolescents with autism in a simulated vocational setting to approach an instructor, describe a work-related problem, and request assistance. Although none of the participants emitted these skills during baseline, the introduction of the teaching procedure resulted in all participants learning these skills. Generalization measures indicated that the participants also learned to emit the target skills in the presence of work-related materials not directly associated with training. In addition, pre- and post-treatment measures showed that the participants learned to emit the target skills in a different setting not associated with training.

Evaluation on application of individual skills training to community rehabilitation nursing in psychopaths

Objective To assess the effect of the rehabilitation individual skills training program on community rehabilitation nursing for psychopath. Methods A total of 164 cases of community mental patients were randomly divided into the intervention group with 82 cases and the control group with 82 cases. The intervention group was conducted individual skill training over 4 weeks while the control group performed routine nursing. MRSS,PANSS and ITAQ were used to collect the data at two time point:in the end of the intervention and the end of follow-up. Results The scores of PANSS and ITAQ in the intervention group were better than that in the control group. In addition, the intervention group had higher scores of MRSS, PANSS and ITAQ and lower readmission rate than the control group in the end of follow-up. Conclusions Individual skills training can improve the long term outcomes including psychopathic symptoms and rehabilitation, restitution of insight and readmission for psychopaths. Key words: Skills training; Mental illness; Community; Rehabilitation nursing

Fire Safety Skills Training for Individuals with Severe and Profound Mental Retardation

The purpose of this research was to evaluate behavioral skills training procedures for teaching individuals with severe and profound mental retardation to exit their residence upon hearing a smoke detector. Assessments took place in the participants’ group homes while the participants were unaware that an assessment was taking place. Training consisted of behavioral skills training and in situ training. Following training, it was anticipated that the participants would be able to initiate exiting behaviors within 10 s of the activation of a smoke detector and exit the building within 30 s of initiating exiting behaviors. The results showed that one participant out of seven met these criteria following training. However, data gathered on the level of prompting needed for participants to exit the building showed that four of the seven participants exited the building with a less intrusive level of prompting from staff.

Group Cognitive Behavior Therapy or Social Skills Training for Individuals With a Recent Onset of Psychosis?

This study aimed at determining the effectiveness of group cognitive behavior therapy (CBT) for recent onset psychosis in comparison with a recognized intervention for individuals with severe mental illness-social skills training. One hundred twenty-nine participants took part in a single-blind randomized controlled trial with repeated measures (baseline, 3 months, and 9 months). Participants were randomized to 1 of 3 conditions: group CBT, group social skills training for symptom management, or a wait-list control group. Both interventions were delivered by mental health staff with minimal training. Both treatments resulted in improvements on positive and negative symptoms compared with the wait-list control group, with the CBT group having significant effects over time on overall symptoms, and post-treatment effects on self-esteem, and active coping skills compared with the wait-list control group and lower drop-out rates than the skills training group. Therapist fidelity was adequate for both treatment conditions. Group CBT for psychosis is a promising intervention for individuals with recent onset of psychosis and their mental health professionals.

Individual skills training for Honda technicians

Individual skills training for Honda technicians

Teaching persons with severe mental disabilities to be their own case managers.

Teaching persons with severe mental disabilities to be their own case managers.

The Returns to Education and Basic Skills Training for Individuals with Poor Health or Disability

This paper examines linkages between disability and health status and the returns to education and basic skills training. It bases analyses on two separate data sources: wave 3 from the 1993 panel of the Survey of Income and Program Participation (SIPP) and the 1992 National Adult Literacy Survey (NALS). The data sets have been used to estimate standard wage equations with education and basic skills training among the independent variables. The NALS data set allows us to control for prose, quantitative, and document literacy. The wage equations rely on Heckit corrections for labor force participation, and we stratify by sex. We also estimate the wage equations stratifying by disability status (also with an appropriate econometric correction) to permit the coefficient estimates on all the regressors to vary by disability status. Overall, we find that the returns to education for individuals with a disability or poor health are positive, although of moderate size and equal to the returns for the nondisabled population. The findings suggest supply side policy options that maintain or improve access to and retention in educational opportunities are indicated. Basic skills training seems to be especially advantageous for some individuals.

Meta-analytic evaluation of skills training research for individuals with severe mental illness.

A meta-analysis of 68 studies examined the effectiveness of skills training for individuals with severe mental illness and the influence of such factors as methodological rigor, choice of outcome measures, and service settings. The methodological quality of these studies was generally very good. Skills training was found to be moderately to strongly effective in increasing skill acquisition and reducing psychiatric symptoms. However, effect size varied by type of outcome measure, with situationally specific measures yielding larger effects than measures of skill usage and role functioning. Studies rarely examined whether acquired skills were used outside the training setting. Surprisingly, most studies were confined to inpatient settings, and most focused exclusively on social skills. Implications are discussed for future research.

Teaching theory of mind: a new approach to social skills training for individuals with autism.

This study examined the effectiveness of a social skills training program for normal-IQ adolescents with autism. Five boys participated in the 4 1/2-month treatment condition; four boys matched on age, IQ, and severity of autism constituted the no-treatment control group. In addition to teaching specific interactional and conversational skills, the training program provided explicit and systematic instruction in the underlying social-cognitive principles necessary to infer the mental states of others (i.e., theory of mind). Pre- and post-intervention assessment demonstrated meaningful change in the treatment group's performance on several false belief tasks, but no improvement in the control sample. No changes, however, were demonstrated on general parent and teacher ratings of social competence for either group.

The Power in Universality of Experience: A Homogeneous Group Approach to Social Skills Training for Individuals With Learning Disabilities

Abstract This article identifies salient characteristics of learning disabilities (LDs), how an W affects individuals in social relationships, and how groups can be used to effectively facilitate individual growth.